ORAL CORRECTIVE FEEDBACK IN EFL CLASSROOMS: PRACTICES AND PERCEPTIONS

Anggi Ayu Pradita¹ , Irfan Rifai²

anggiayupradita5@gmail.com ¹ , Irfan.rifai@unipasby.ac.id ²

Universitas PGRI Adi Buana Surabaya^1-2 , Pascasarjana Universitas Pasundan²

Abstract

There are ample studies on oral corrective feedback in EFL classrooms examining the types of oral corrective feedback used by the lecturers. However, little study which focuses on the real practices of oral corrective feedback and the students’ respond to the practices. This study, therefore, aims to examine oral corrective feedback practices in EFL classrooms focusing on the cognitive and affective component used by the lecturers and the students’ view on those practices.  To build a better understanding of the oral corrective feedback practices and the students’ view on it, interviews with two lecturers and four students, observations in the two virtual classrooms as well as questionnaire distributed to twenty-four students were conducted. The data obtained via interviews were transcribed verbatim, together with data collected through observation and questionnaire were analyzed using content analysis. The results showed that the oral corrective feedback given by the lecturers are spanning from explicit correction, elicitation, recast to clarification requests. However, the most used oral corrective feedback in the classroom are explicit correction and elicitation. With regard to the students’ response, the results of the current study show that there are positive and negative association towards the oral corrective feedback provided by the lecturers. The students perceived that oral corrective feedback help them to get more insights of the lessons and to promote them to have more self-confidence. However, the students also viewed that oral corrective feedback increased their insecurity of their English skill, as it is focused on the students' mistakes. This study is expected to provide authentic information about the positive and negative aspects of oral corrective feedback that can inform teachers and lecturers when teaching the English language in the classroom.

Keywords: oral corrective feedback, EFL students, a case study.